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Part 1 (max. 1 block period or 2 class periods) Your assignment: In part 1 of this Performance Task, you will read text from an important individual who spoke at a college graduation ceremony. Your job is to read, annotate and summarize the text. After you have read and annotated the text, you will answer some questions about it. Answer the three questions. Then, discuss your responses with a partner. In part 2 of this Performance Task, you will write a summary including the source, author, title, genre, main claim and evidence. Steps you will be following:
In order to plan and compose your summary you will do all of the following: Directions for beginning: 1. Read and annotate the text for source, author, title, genre main claim and evidence.
Text: Commencement address by Steve Jobs (Stanford University, 2005)
Part 1 Background Information
The following speech is by Steve Jobs at the 2005 Stanford University
graduation commencement ceremony. He helped create the Apple
Company. Over 30 years he helped create the Macintosh computer(Mac),
Pixar Animation Studios (which produced Toy Story, the first fully-3D-
animated feature film), the iPod, the iPhone, and the iPad. Jobs quit his
Apply company in August 2011 because he was very sick. He died from
cancer on October 5, 2011.
ELD 1/2 Grades 9/10 and 11/12
Reading and Writing Performance Task Quarter 1, SY 2013-14
STUDENT EXAM
ELD 1/2 High School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM
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Commencement Address
by Steve Jobs (Stanford University, 2005)
1. I am honored to be with you today. I never graduated from college. Truth be told, this is the closest I have ever gotten to a college graduation.
2. I stopped going to Reed College after the first 6 months. So why did I quit?
3. It started before I was born. My biological mother was a young college student. She was not married. She decided to put me up for adoption. She wanted me to be adopted at birth by a lawyer and his wife. Except they decided that they really wanted a girl. So my parents, who were on a waiting list, got a call in the middle of the night asking: "We have an unexpected baby boy; do you want him?" They said: "Of course."
4. My biological mother found out that my adopted mother had never graduated from college. My adopted father had never graduated from high school. My mother refused to sign the final adoption papers. She changed her mind when my adopted parents promised that I would someday go to college.
5. I did go to college when I was 17. But I chose a college that was very expensive. All of my parents' money was used to pay for my college. After six months, I had no idea what I wanted to do with my life. I had no idea how college was going to help me. And I was spending all of the money my parents had saved. I decided to quit college. I decided to trust that everything would be fine. It was pretty scary at the time, but looking back it was one of the best decisions I ever made.
6. You have to trust in something — yourself, (your gut, destiny, life, karma,) whatever. This approach has never let me down, and it has made all the difference in my life. Have the courage to follow your heart.
*You may use a dictionary to look up unfamiliar words.
ELD 1/2 High School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM
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Partner Work Constructed-Response Questions/Task: Use the remaining time to answer the three questions below. Your answers to these questions will help you write your summary. You may look back to the text. You may also use your annotations. Answer the constructed-response questions in the spaces provided.
1. What is the main claim?
o Highlight or underline the main claim sentence(s) o Circle the paragraph number where the main claim is best expressed. o Paraphrase the main claim in a complete sentence. Here are some sentence
starters to help discuss with your partner:
I think the main claim is____________________ because ____________________. OR The main claim is that ______________ as stated in paragraph ________________. 2. Choose a sentence in the speech that is interesting and explain why. Write your reason in a
complete sentence. Share with your partner. One interesting thing that Jobs says is ________________________________. I think this is interesting because ____________________________________ .
OR Jobs states that _________________________________________________ . I think he means_________________________________________________ . Write what your partner says here:
ELD 1/2 High School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM
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3. Partner Work Directions:
After reading Steve Jobs’ speech, complete the following chart to help you create a summary
paragraph.
Fill in the blank. Then rewrite the complete sentences below.
Source The source is a ________________________________________________
Author
The author is___________________________________________________
Title The title is_________________________________________________________
Genre
The text genre is a __________________________________________
Main Claim The main claim in the text is ___________________________________________
Word Bank: Use some of these words for some of the sentences. Some words are not used. You can use a dictionary to translate these words. Write each translation in the correct box.
author hard work speech education newspaper encourages
explains title future story learns advises
ELD 1/2 High School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM
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Part 2: Independent Work (max. 1 block period or 2 class periods):
You will now have time to review your notes and chart, plan, draft, and revise your summary
paragraph. You may also refer to the answers you wrote to the questions in Part 1.
First, read your assignment and the information about how your summary will be scored. Then, begin
your work.
Your Assignment Write a brief summary paragraph that correctly identifies the source, author, title, genre and main
claim of the text. Include any evidence from the text that explains the main claim.
Use complete sentences with proper punctuation, spelling, and grammar.
How your summary will be scored Your summary will be assigned scores for:
1. Summary Information: how well you identify and include the source, author, title, and genre
information in complete sentences that make sense.
2. Conventions - how well you follow the rules of usage, punctuation, capitalization, and spelling.
3. Central idea/theme/claim/topic: how well you identify and indicate your understanding of the
author’s message and intent in the text.
4. Rhetorically Active Verb: how well you use the appropriate communication verb, i.e.,
asserts, states, explains, etc.
5. Support/Evidence and Citations: how well you address the evidence presented by the
author i.e., anecdotes, facts, statistics, examples, etc. and correctly quote, paraphrase and cite
the text and original author in your summary.
6. Format: how well you write a concise paragraph that is formatted in a logical structure and
makes sense to the reader and adheres to the original author’s intent in his or her text that
you summarize.
Now begin work on your summary. Manage your time carefully so that you can:
plan your summary
write your summary
revise and edit for a final draft
Review your notes and annotations with your partner. Make sure you have the correct
information for the text: source, author, title, genre and main claim of the text.
Here is one way you might summarize this text:
The ______________________ delivered at______________________________ by
________________ entitled ______________________________
the listeners to ___________________________________________________________
ELD 1/2 High School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM
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Summary Rubric ELD All Levels Grades 7-12
Criteria 4 Advanced/
Mastery
3 Proficient/Adequate 2 Basic/Approaching/
Developing
1 Limited/
Inadequate
0 Not Present
SOURCE
AUTHOR
TITLE
GENRE
AND
WRITTEN
CONVENTIONS
Identifies clearly the source, author,
title and genre in the summary
paragraph.
Introduces the information using
logical sentence structure that is
grammatically correct and indicates
a writer’s voice avoiding formulaic
language.
Uses grammar, word choice and
punctuation that are academic and
Standard English.
.
Includes most to nearly all of
the source, author, title, and
genre information in the
summary paragraph.
May have a few errors that
would be easily fixed in a
final draft.
Uses grammar , word choice
and punctuation that is
Standard English, with few
overall errors.
The source information is
paraphrased or missing some
important aspects in the
summary paragraph.
May have some errors which
make the information less
accessible to the reader.
Grammar, word choice, and
punctuation indicate a
developing command of
Standard English.
The source information in the
summary paragraph is annotated
on the text only, but not
mentioned in the summary.
May identify the author in a
simplistic way: i.e., by first or
last name only or by term “the
author” even when a complete
name is present.
Has numerous grammar, word
choice, and punctuation errors
that may interfere with
understanding.
Source is not identified in
either the summary
paragraph or the text
annotations.
Missing information
interferes with the reader’s
understanding that this is
intended to be a summary of
a text.
Has significant grammar,
word choice, and
punctuation errors that
interfere with
understanding.
CENTRAL IDEA/
THEME/
CLAIM/TOPIC/
AND
RHETORICALLY
ACTIVE VERB
Has a strong claim that shows
insight and understanding of the
author’s position.
Includes an apt rhetorically active
verb.
Has a claim that shows an
accurate understanding of the
author’s position.
Includes a suitable
rhetorically active verb.
Has attempted to express a claim
that minimal or basic
understanding of the author’s
position.
Includes a simplistic or
inadequate rhetorically active
verb.
Has a weak or incorrect claim that
shows a lack of understanding of
the author’s position.
Rhetorically active verb is
missing.
Correct Main Claim is not
identified in either the
summary paragraph or the
text annotations.
Verb choice is confusing.
SUPPORT
EVIDENCE
AND CITATIONS
Addresses all types of evidence
present in the text.
Correctly cites paraphrased or
quoted evidence clearly and strongly
relevant to the author’s message,
main claim, etc.
Addresses most evidence
present in the text.
Correctly cites paraphrased
or quoted evidence mostly
relevant to the author’s
message, main claim, etc.
Addresses some evidence
present in the text.
Correctly introduces but may not
cite paraphrased or quoted
evidence that may be related to
the author’s message, main
claim, etc.
Does not address evidence present
in the text.
Incorrectly cites paraphrased or
quoted evidence or uses evidence
irrelevant to the author’s message,
main claim, etc.
Does not address support or
evidence present in the text.
No attempt at paraphrasing ,
quoting or lacks citations.
May be entirely copied
information.
FORMAT
The summary is concise, formatted
as a paragraph with logical structure
and overall is strongly coherent to
the reader.
The summary is formatted as
a paragraph with information
that clearly makes sense to
the reader.
The summary is formatted as a
paragraph with information that
is basic and makes sense to the
reader.
The summary is loosely formatted
as a paragraph with minimal
information. Lacks organization
overall.
The summary is not
identifiable as a paragraph
or contains only copied
material.
ELD 1/2 High School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM
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This ends the Reading and Writing portion of the Quarter 1 Performance Task. The following pages include the Listening and Speaking Quarter 1 Performance Task and rubric.
ELD 1/2 High School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM
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ELD All Levels
High School Listening and Speaking Performance Task
Student Directions
Part 1a. High School ELD, All levels Your assignment: In the Reading and Writing part of your Quarter 1 Performance Task you read, annotated and summarized Steve Jobs’
speech . Now you will write and deliver an oral presentation about how having an education affects your life. Your oral
presentation should be between 1 to 2 minutes, in English, and you may use gestures, media, and visual aids.
Steps you will be following:
In order to plan and compose your essay, you will do all of the following: 1. Re-read Steve Jobs’ speech. 2. Answer (oral and written) three constructed response questions about the effect of education on your life.
a. Discuss your responses with a partner. Think of examples, details, and how you will achieve your education goals.
3. Read the Oral Presentation Rubric with your partner. 4. Plan and write your oral presentation. Practice your speech with a partner or small group.
Directions for beginning:
Constructed-Response Questions
Answer the questions below. Your answers to these questions will be listened to by a partner. Also, they will help you think about the text you’ve read, which should help you write your oral presentation. You may refer back to your notes and your summary when you think it would be helpful. Answer the constructed-response questions in the spaces provided below them.
1.What are your reasons for being in school? Do your future plans require more education? Explain:
School is important because . . .
I plan to be a ____________, so I will need _______________________________________
My future plan is to . . .
One goal I have is . . . another goal is . . . .
2. What does your family expect from you regarding education? What goals do they have for you?
My family feels that education is _________________________________________________.
I know this because my ___________(family member) tells me:________________________
I am expected to______________________________________________________ at school.
A goal my ______________(family member) has for me is to __________________________ .
3.What steps do you need to take or what plans are needed to meet your goal?
Explain in detail to your partner. Write down examples to add to your speech.
Use more paper if needed to plan out your speech.
ELD 1/2 High School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM
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Part 1b. Oral Presentation: Skills to Practice with a Partner
You will now review your notes and sources, plan, draft, and revise your oral presentation. You may also refer to the
answers you wrote to the questions in part 1, but you cannot change those answers. Now read your assignment and the
information about how your oral presentation will be scored, then begin your work.
Your Assignment Write and deliver an oral presentation about how having an education affects your life. Your oral presentation should be
between 1 to 2 minutes, in English, and you may use gestures, media, and visual aids. Support your claim with
evidence and details. How your oral presentation will be scored: The people scoring your product will be assigning scores for :
1. Presentation:
o Statement of purpose/focus – how well you clearly state your claim on the topic without notes, maintain your focus
and eye contact with the audience, and address the theme of change as it relates to your experience;
o Elaboration of evidence – how well you provide evidence from sources about your opinions and elaborate with
specific information , and use media, visuals and gestures to deliver your message to your audience.
.
2. Speaking Mechanics:
o Language and Vocabulary – how well you effectively orally express ideas using precise language, pacing and tone
that is appropriate for your audience and purpose;
o Organization – how well your ideas logically flow from the introduction to conclusion of your oral presentation using
effective transitions, formal register, and English, and how well you stay on topic throughout the oral presentation;
3. Content: o Your presentation has a complete and accurate opening and closing; o Your spoken grammar and word choice make the presentation easy to understand; o Your central idea is clearly understood and completely supported with details and examples for both the text(s) and
your experience.
4. Visual/Graphics:
o Written Conventions - how well you follow the rules of usage, grammar, spelling, capitalization, etc. in any
media or visual aids you use in your oral presentation.
o How well your use of gestures, facial expressions, media, visuals and graphics completely and accurately
support and enhance the oral presentation.
Now begin work on your product. Manage your time carefully so that you can:
plan your oral presentation
write your oral presentation
revise and edit for a final draft
practice speaking, enunciating and pronouncing, and using appropriate gestures for your oral presentation
chose and integrate media and visual aids, as appropriate
use appropriate eye contact and good facial expressions.
speak in an extremely confident manner and be prepared. fully engage all members of the audience by memorizing as much as you can and use visual aids and gestures to
enhance or add to your speech.
ELD 1/2 High School Performance Task Quarter 1, SY 2013-14 STUDENT EXAM
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Part 2. You will independently deliver your speech to the teacher and a small group or to the teacher and the whole class. The teacher will score your oral presentation using the rubric that you and your partner used for practicing your speech. Remember :
10 Tips for Public Speaking
1. Know your material. Pick a topic you are interested in. Know more about it than you include in your speech. Use humor,
personal stories and conversational language – that way you won’t easily forget what to say.
2. Practice. Practice. Practice! Rehearse out loud; Practice, pause and breathe. Practice with a timer and allow time for
the unexpected. Speak loudly enough to be heard by everyone in the room!
3. Know the audience. Smile! It’s easier to speak to a group of friends than to strangers.
4. Know the room. Practice using any visual aids where you will be standing for your speech.
5. Relax. Pause, smile and count to three before saying anything. ("One one-thousand, two one-thousand, three one-thousand. Pause. Begin.) Transform nervous energy into enthusiasm. Be excited to deliver your speech.
6. Visualize yourself giving your speech. Imagine yourself speaking, your voice loud, clear and confident. Visualize the
audience clapping – it will boost your confidence.
7. Realize that people want you to succeed. Audiences want you to be interesting, stimulating, informative and entertaining. Everyone has to deliver a speech—so remember that everyone is also nervous! Support eachother .
8. Don’t apologize for any nervousness or problem – the audience probably never noticed it. Do not giggle, laugh, or say
things that are not in your speech.
9. Concentrate on the message. Focus on your message and your audience. Be confident. You will do a great job!
10. Gain experience. Your speech should represent you — as an authority and as a person. Experience builds confidence.
Redacted from : http://www.toastmasters.org/tips.asp Accessed: 20 August 2013.
SUHSD ELD 1/2 Middle School Quarter 1 Performance Task (SY 2013-14)
Oral Presentation Rubric ELD All Levels Grades 7-12
CRITERIA 4 points Mastery 3 points Proficient 2 points Development 1 point Inadequate PRESENTATION Appropriate eye contact
and good facial expressions.
Extremely confident and prepared.
Fully engages all members of the audience.
Does not use any notes while presenting.
Usually makes eye contact.
Confident and prepared.
Adequately engages the audience.
Glances at notes to guide presentation.
Some but inadequate eye contact
Lacking some confidence and somewhat prepared.
Holds together despite nerves and engages the audience.
Constantly looking at notes and interrupts flow of presentation.
Never or rarely makes eye contact.
Lacking confidence and not prepared.
No audience engagement. Reading directly from
notes.
SPEAKING MECHANICS
Volume and tone are always appropriate.
Speaker clearly conveys his/her message.
Message is presented with appropriate pauses and contributes to overall presentation’s flow.
Volume and tone are appropriate.
Speaker conveys his/her message.
Message is presented with some appropriate pauses.
Volumes and tone are sometimes appropriate.
Speaker is difficult to hear and the listener must interpret the message.
Speech is choppy and hard to follow.
Volume and tone are inappropriate.
Difficult to hear, barely comprehensible.
CONTENT Complete and accurate opening and closing.
Grammar and word choice make the presentation easy to understand.
Central idea is clearly understood and completely supported with details and examples.
Only one or two errors in the opening and closing.
Few errors in grammar and word choice.
Central ideas is understood and supported with details.
Some errors in the opening and closing.
Occasional errors in grammar and word choice.
Central idea is not fully developed.
Many errors in opening or closing.
Grammar and word choice make the presentation hard to understand.
Central idea is not clear.
VISUALS/GRAPHICS Visuals and graphics completely and accurately support and enhance the presentation.
Visuals and graphics adequately support the presentation.
Visuals and graphics provide limited support of presentation.
No visuals or graphics. Visuals and graphics
unrelated to topic.